Demystifying Male Emotional Development: Exploring the Implications of Forced Gender Roles on Black American Males

Abstract

Statements like “boys do not cry” and other teaching modalities of emotional blandness can negatively affect the Black American male population with lower emotional development in adulthood. The focus of this study was to understand the extent of self-described societal-forced gender roles in childhood on the emotional development of Black American adult men. A total of 35 participants were interviewed using a qualitative study to further explore these experiences. After analysis, this study determined gender roles and emotional maturity affected later development. Key themes included feeling inept, stigma, lack of understanding, and loneliness. The participants discussed how frustrating it could be to be considered less of a man by society. These frustrations can lead to increased medical issues such as cardiovascular disease and increased behavioral health issues such as substance use, anxiety, depression, and issues within intimate relationships, as women may be expecting more than they can give. Professionals can utilize the findings of the study to further develop processes to teach emotional development in Black American children and assist adult males with their journey toward emotional maturity.

Societal norms and gender roles are constructed by the influential culture (Abrams et al., 2018). Gender is a social paradigm that is shaped by the larger context and perfected by the subcultures within society (Samulowitz et al., 2018). These socially acceptable behaviors and parameters are gender norms; these norms are absorbed into avenues of life within society (Samulowitz et al., 2018). The ideal masculinity view comes with advantages that some men crave (Connell & Messerschmidt, 2005). However, people who adhere to gender norms consider those norms when engaging in occupational, social, and interpersonal interactions to the point that not engaging in these behaviors has great implications (Samulowitz et al., 2018; Weir, 2017). When discussing organizational adjustments, Wharton (2009) defines this process of individuals governing their responses to adhere to the rules as emotional labor. Emotions begin as a personal skill individuals learn; these emotions are later groomed by society to fit into the constraints of the situation (Wharton, 2009). Individuals may struggle to fully understand organizational emotional restraint or emotional labor if they have not fully grasped the foundation of the social-emotional norms (Ansari, 2015; Wharton, 2009). The social gender norms help people connect because they are something people can rely on; when someone chooses to resist the gender norms, they are at risk of losing a relational component in building relationships (Weir, 2017).

Hegemonic masculinity describes the ideal male using unrealistic expectations and characteristics (the traditional male in America) (Plester, 2015). Connell first used the term in 1982 to describe an ideal Austrian man. This man will evoke power, control, a patriarchal household, and emotional blandness (Hentschel et al., 2019). For this research, this male gender role hinders males from emotional maturity and impacts multiple aspects of adult functionality in society (Abrams et al., 2018). Pleck wrote The Myth of Masculinity in 1982, in which he challenged the gender role identity paradigm by noting that gender roles cannot be biologically based if they differ depending on the society, historical context, culture, developmental stage, etc. Other researchers challenged hegemonic masculinity, but the focus point was shifted; Connell and Messerschmidt (2005) point out how the viewpoint of hegemonic masculinity pushed the agendas of the women’s liberation movement, the gay liberation movement, and an increase in social research. It became the word that everyone loved and hated, men wanted to embody this masculinity, and others wanted to tear it down (Connell & Messerschmidt, 2005). Pleck’s (1982) statements about gender roles reinforce the notion that gender is not defined by society in its exclusivity but by the individuals with influence within that social structure. Sendén et al. (2019) stated that social norms are important to people because they depict how individuals respond to settings, including socially acceptable displays of emotion. Even at the risk of emotional detachment, individuals must continue to express their emotions concerning what society wants (Wharton, 2009). The influential culture designs the numerous facets of the United States of America’s socially appropriate lifestyle (hereinafter designated as “American”), such as emotional appropriateness and gender roles (Ansari, 2015). Ansari (2015) stated the influential culture of America is based on the foundations of White Americans. Abrams et al. (2018) reflect on the implications gender schemas have had on the Black American culture, stating that gender roles and ideals are passed down generationally based on societal expectations. Wilson et al. (2010) depicted the American hegemonic masculinity ideology portrayed as the male having the highest source of income, being a leader within, the family, and being void of emotions. Through these reinforced gender norms, many Black American men struggle to express emotions (Rai & Khanal, 2017). Socially constructed gender roles are often unrealistic, but society has constantly embedded these ideas into the American culture (Hentschel et al., 2019). Wharton (2009) reflected on how the influential culture may at times expect emotional deference when engaging with the inferior classes (race, gender, socioeconomic, etc.,) which can lead to the psychological state of emotional exhaustion. Gender theorist Butler suggested that men use masculinity to push socially acceptable behaviors for the ideal male (Plester, 2015). This agenda may lead to males having extreme resistance to displaying weakness, even if this impedes emotional maturity, due to social norms.

Salovey and Mayer (1990) stated that emotions are a subset of social intelligence because they involve the implied ability to understand which emotions are socially acceptable to express. Research has conflated emotional intelligence and emotional maturity, though have different meanings and impressions on society (Rai & Khanal, 2017). Emotional intelligence is taught at a youthful age, and people learn about emotions and understand the differences between emotions (Navarro-Bravo et al., 2018; Rai & Khanal, 2017). People can understand emotions, but to use and control emotions effectively requires emotional maturity (Wani & Masih, 2015). Emotional maturity is a conscious effort to express emotions appropriately, whether they are positive or negative (Mahanta & Kannan, 2015). The research identified that young males have significantly lower scores in both emotional intelligence and emotional maturity than young females (Meshkat & Nejati, 2017). Meshkat and Nejati (2017) stated that these low scores directly correlate with males learning about emotions and their inability to use them at an early age due to socially constructed gender roles.

Social role theory, created by Eagly and Wood in 1999, is the foundational theory for this study. Social role theory states that environmental stressors build and maintain gender roles (Abrams et al., 2018). Regardless of individuals’ freedom, they adhere to societal expectations of what they should and should not do based on their gender roles in society (Sendén et al., 2019). These roles in America are divided; men learn about gender roles from social cues within their racial subcultures (Hentschel et al., 2019). Social Identity Theory states that individuals define who they are through the social lenses of their peers, one of the largest social groups people identify with is their racial group (Rogers, et al., 2015). Social groups help people feel connected to one another and themselves (Weir, 2017). Black American males utilize race to identify feelings of safety and belonging among each other called identity work (Wilkins, 2012). Rogers et al. (2015) stated people define who they are through gender and racial groups to develop a sense of ordinances they should follow emotionally and socially. Black American culture has experienced complex historical traumas that have shaped some of its choices. Black Americans have experienced prohibition based on race, discrimination, systematic impediments to economic improvement, and injustice, causing them to close ranks and depend on each other for survival. Black Americans are reminded of their history often, it is whispered in mass media, subtly shown in political changes, and occupational fairness, and blatantly highlighted in social norms (Harper, 2009). Black Americans are not afforded the luxury of not recognizing how influential cultures may negatively view them (Harper, 2009).

Research states women with increased stress have an increase in parental issues (Joe et al., 2019). Black Americans may experience a higher level of social strain due to racial inequities (Harper, 2009). There was research conducted to see if this result changed when there was a two-parent household and it did not; Black Americans will experience a higher level of parental stress due to the racial and social constraints (Joe et al., 2019). This survival imperative buttresses the agenda of strength within the culture and provides positive reinforcement for Black Americans (McAllister et al., 2017), resulting in the stereotyped strong Black woman or Black men to be emotionally aloof both in attempts to minimize vulnerabilities (McAllister et al., 2017). This level of emotional fortress becomes desirable as the Black American community sees displaying emotions in public as a weakness, and men cannot afford to do so (Kleider-Offutt et al., 2017). Due to societal pressures and perceived dangers, the Black American community often instills and demands strength from Black American males. This concept of strength limits the emotional growth necessary for emotional intelligence and maturity during adulthood, and it negatively impacts males’ ability to manage complex adult emotions successfully. There has been significant research on American society’s views about Black Americans and the assumption that Black American males will not succeed to the same extent as Caucasian males (Kleider-Offutt et al., 2017). However, research has shown the cycle traditional gender roles play in the Black American culture (Cohen & Pepin, 2018). Traditional gender roles for males portray a strong male persona (McAllister et al., 2017). This persona is regarded as a survival technique in the Black American culture as American society continues to portray Black American males in a negative light (Cohen & Pepin, 2018). The more society views the Black American male through a negative lens, the more the Black American culture will stress the importance of toughness and perceived confidence (Cohen & Pepin, 2018). The traditional gender role then becomes the necessary tool for adulthood and is glorified while instilled from a young age (McAllister et al., 2017). Within Black American households, females combat the resulting stressors by instilling and praising traditional male gender roles of control and power to help to increase Black American males’ mental preparedness for society to knock them down (Abrams et al., 2018). In a historical context, Black American males have been presented as criminals or inferior without any definite supporting evidence (Kleider-Offutt et al., 2017). Rios et al. (2017) highlight how there has been research on mass incarcerations and the implications it has had on the field despite researchers not having sufficient data to support the claims. However, the research is focused on the prison populations and not so much on the systemic issues that resulted in mass incarceration (Rios et al., 2017). These embedded views may contribute to a diminished status within American culture, which initiated the onset of stereotypes within this population (Smith Lee & Robinson, 2019). For example, individuals who feel less important during the formative years could contribute to a reaction or hypervigilance when responding to the stress of the situation. This cycle, driven by flawed societal stressors portraying males as aggressive, even in nonaggressive situations, may lead to young Black American males responding to stress with strong emotions (Fontaine, 2019). The change needed to remove society’s historical negative depictions of the Black American male alongside subsequent limited emotional maturity may cause a perfect storm, causing them to react with the aggression people accuse them of having even when they attempt to avoid aggressive behaviors due to their limited ability to manage their emotions.

Traditional gender roles, such as emotional bluntness, provide the males in the Black American community a buffer to withstand the hardship of society; societal oppression and overt discrimination require that level of strength (Hentschel et al., 2019). The general problem this study addresses is how emotional repression increases the risk of interpersonal issues, physical, psychological, and medical issues in Black American males (Mshweshwe, 2020). Effects related to poor emotional development in Black American males present both physical and behavioral challenges. Men in the United States are dying and or experiencing an increase in medical complications (i.e., heart disease, cancer, infectious disease, and fatal disease) more than women (Courtenay, 2000). Weir (2017) stated Black American males report many internal and external mental health symptoms (e.g., depression, anxiety, stress, and life satisfaction) relating to their inability to express emotions outwardly as well as more psychosomatic symptoms (Gould & Wilson, 2020; Mshweshwe, 2020; Weir, 2017; Wimer, 2020). Individuals who connect to the expectations of their gender role have been noted to experience a higher sense of self-confidence and a decrease in mental health symptoms (Rogers et al., 2015). Inadvertently, individuals who are unable to reach gender expectations contribute weak coping skills, which can lead to violence (Mshweshwe, 2020). Research has shown that males engage in more criminal behaviors than females and especially crimes against women where men can be viewed as exercising dominance or power such as rape (Connell & Messerschmidt, 2005). Rios, et al. (2017) discuss how double consciousness, coined by W.E.B. Du Bois in 1903, and the broken window theory, coined by Wilson and Kelling in 1982, defines how Black Americans may increase criminal behavior. Double consciousness is when a Black American has to connect with being American and also with their race, they are in a constant struggle of integrating the two. This turmoil, along with the idea of being a part of a “community left behind,” creates a sense of frustration and leads to more violence because it appears society does not care anyways (Rios, et al., 2017, p. 496). Emotional regression also impacted intimate partner relationships, increasing divorces (Noorani & Refahi, 2015). This is the result of limited intimacy, relationship challenges, and poor coping skills (Noonan et al., 2016).

While research exists on males’ low emotional maturity, there is minimal research on the effects of childhood forced gender role norms and adulthood emotional development and the full impact that has on Black American men. Rogers et al. (2015) notated significance amongst gender roles and racial identity when considering the positive nature of young males' adjustment, however, it did not cover the emotional implications of adhering to the gender expectations of emotional dissociation. The purpose of this qualitative phenomenological study was to understand gender roles and emotional development within the participant’s own experiences and the possibility of regarding gender roles as barriers to emotional maturity. The questions this study proposed to answer were as follows: In the experiences of Black American men, were forced gender roles a part of their childhood development? Based on these experiences, what are some emotional outcomes that may have resulted in later life? Based on these experiences, what is the understanding of Black American males regarding the barriers to achieving emotional maturity based on traditional gender roles? What psychological effects or adverse outcomes, if any, are associated with these barriers? This research is expected to be able to understand barriers that exist around forced gender roles on emotional regulation.

Method

Participants

The sample was 35 participants. At the time of the interviews, participants’ ages ranged from 21 to 40: 18-24 (n = 5, 14%); 25-30 (n = 5, 14%), 31–34 (n = 20, 57%); 35–40 (n = 5, 14%). They self-identified their racial/ethnic background as African American (n = 10, 28%), Black (n = 15, 43%), and either African American or Black (n = 7, 20%), and three identified with specific racial/ethnicities: West African American, Haitian American, and Native American Indian and Black. In regard to educational background, over half (n = 18; 52%) reported a college degree, followed by 20% with a master's degree (n = 7), 11% with a some college (n = 4), a couple as graduate students (6%), one each with high school degree (3%), associate degree (3%), and with a doctorate (3%). One participant did not provide an answer. Participants were not asked about their sexual orientation; however, a large majority spoke of heterosexual intimate relationships, which are discussed later in the results.

Procedures

A qualitative phenomenological approach to examine the lived experience of Black American males was utilized. The sample size was determined based on race and age. The intended participation was Black American adults. The sample consisted of 20–35 Black American adult males to complete saturation for research (Saunders et al., 2018). The purpose of this study was to understand Black American males and emotional development based on socially constructed gender roles. This exploration guided the researcher to choose a methodology that would be inclusive of personal stances and experiences. A qualitative phenomenological study looks at the experience of the participants to gather more clarification on their perception of the inquiry (Levitt et al., 2018). This method allows the researcher to get a holistic view of the participant by recognizing how perception shapes decisions. A qualitative methodology utilizes non-tangible items to help explain research questions (Creswell & Creswell, 2018). Examples of non-tangible items are explaining relationships, motivations, behaviors, or emotions (Creswell & Creswell, 2018). Qualitative methods gather information to explain human behaviors (Creswell & Creswell, 2018). A qualitative phenomenological study meets the needs of this topic by the strength of focusing on lived experiences and perspectives (Creswell & Creswell, 2018). The researcher recognizes the study will be a living process and that future research will be required (Schoonenboom & Johnson, 2017).

Convenience sampling was used to recruit participants. Recruitment for participants occurred initially through flyers posted on the researcher’s social media accounts such as Facebook, Twitter, and Instagram; recruitment later occurred by word-of-mouth by outside entities (such as Nationally Incorporated Black American fraternity social media accounts, Black American-based Facebook groups, personal accounts, and word of mouth). Participants were informed during the informed consent and before the interview that they were able to discontinue answering a question at any time. The informed consent form was signed before facilitating an interview. After the interview, the participants were offered a “check-in” where they could disclose their feelings about the interview and help assess any distress if applicable. Participants were provided resources for seeking mental health treatment if necessary. The location of the interview occurred over virtual platforms to help maintain safety precautions and privacy. The interviews were all recorded and transcribed. The participants were assigned codes to maintain participant privacy. Examples of codes will be P1 for the first participant, P2 for the second participant, etc. The reference list of the participants to their code was kept on a password-protected file, that only the researcher would have access to, and this file would be locked on a secured USB. The audio and transcription were also saved on a USB password-protected file. The USB were stored in a locked cabinet with only access by the researcher. All the data were stored and secured within the state of Virginia ethics rules, HIPAA guidelines, and APA standards. This research received IRB and ethical approval.

The researcher utilized Moustakas’ (1994) modification of the Stevick–Coilazzi–Keen method of analyzing phenomenological data. Following a transcendental approach, the researcher reduced the bias of data analysis by reflecting on the researcher’s own human experience during the study (Moustakas, 1994). The researchers transcribed all the interviews after reflecting on their implicit influence on the study. The data from the interviews were coded and analyzed manually without using computer-assisted software. The data analysis was a living process and constantly algorithmic (Creswell & Poth, 2018). The repetitive patterns and systematic interview process allowed for structure, and the open interviews allowed for additional data to be discussed in an ongoing process. The patterns were noted as the data were gathered, and the analysis remained continuous (Creswell & Poth, 2018).

The only method of collecting data was through individualized semi-structured interviews with participants. The researcher was able to build rapport through educational and career credibility, finding themes amongst the participants' responses, a diverse academic committee of psychologists reviewed, reflecting on the researcher’s bias during the process, and notes. To maintain validity, a review from a diverse academic committee of psychologists and qualitative experts occurred before and after the interview questions. The researcher utilized a transcended approach to address validity and reliability (Moustakas, 1994). The transcended approach allowed the researcher to recognize their impact on the study to help minimize subjectivity and bias. The researcher reflected on the unintentional consequences of interviewer and researcher bias. The interviews occurred over a virtual platform which could have impacted the results of the participant’s answers based on facial expressions, sex, social class, etc., of the researcher. University approved the study protocol and ethical review was completed. Eligible participants were provided with informed consent which explained the purpose of the study, confidentiality, risk of the study, audio recording, and the voluntary process. Participants were allowed to ask additional questions before beginning the interview. The researcher highlighted the voluntary process in the informed consent as participants could stop answering questions at any point. The researcher discussed potential risks in the interview process such as triggering uncomfortable or traumatic memories. In discussing risk, the researcher explained how the information will be used and the intention is not for judgment. Participants were reminded they can discontinue answering a question at any time. The informed consent form was signed before facilitating an interview. The interviews were all recorded and transcribed. The participants were assigned codes to maintain participant privacy. Examples of codes will be P1 for the first participant, P2 for the second participant, etc. The researcher maintained the strictest regulation and the information will be stored for 6 years after the completion of the study.

Results

Major themes reported included gender role difficulties, emotional expression, and barriers to emotional maturity. Additional information is documented in Supplemental material Appendix A.

Gender Roles

Participants were asked to define traditional gender norms in American culture. The definition was a mixture of discussion about being a provider, contributing through laborious effort, and protection. The word provider was mentioned a significant number of times by participants when defining traditional gender roles. P22 stated, “as a man, it’s a big part of identifying as a man. Is being able to provide and I think that’s why as men we put so much emphasis on being able to make money.” When men cannot meet those expectations, they are treated “like absolute fucking trash” (P29). P13 stated men are not afforded the benefits of figuring things out as women do; “we don’t really get much leeway nowhere near as much it seems.” “The women that I’ve encountered, it’s okay for them to still be figuring themselves out. I’ve dated women that are 40 plus who are still trying to figure themselves out, and it’s okay” (P29). However, when asked how society treats men who are figuring it out, over half described a negative response. Words like weak, lazy, less, soft, punk, oddball, shell of a man, looked down, and disrespect were utilized often. The overall tone is that not meeting the traditional gender role is viewed in an “emasculating, stigmatized, ostracized” way (P18; P30). The pressures of gender roles were guided by numerous sources such as media, family, friends, and society. These pressures created the foundation for the external learning experience to become internal expectations.

Emotional Expression

When discussing how America tolerates emotional expression in Black American males P2 stated, “probably they think we shouldn’t, 'cause that’s where you get the stereotype, angry Black man. So, I believe that America thinks we shouldn’t express any emotion. We should just be strong, silent, and not say anything or express anything.” The term angry/anger was stated 58 times in combination with all the participants, and specifically, the term an angry Black man was stated by several participants when discussing the emotional expression of Black American men. Wilkins (2012) highlighted how Black American males have complex histories but are still only allowed to display certain emotions to help minimize the effects of being perceived as angry, highlighting the reality that Black Americans have racial rules they must adhere to in order to assimilate into the influential culture (Wilkins, 2012). The research supports significant gaps in emotional development and emotional maturity between males and females. Recognizing the challenges Black American males experience when they receive minimal support in their emotional development helps to provide insight into why this topic is so important, as it shows the impact it has on adults when children are not receiving the proper emotional support. “There is that pressure I think growing up as a young man [to] suppress certain emotions and not talk about you know things as much just because it’s like you know you’re tough you so posed to you know put up put up a certain shield” (P35). Participants had similar views as P17 mentioned, “I don’t know if we’ve ever been given an outlet” by society. The participants discussed a sense of abandonment by society regarding their emotional growth. “Well, America in general I don’t think they give African American men that ability to express themselves freely as other ethnic backgrounds” (P18). P5 stated, “I think society can’t necessarily handle me being flat out how I act.”

When Black American men are expressing their emotions, they are “usually looked at as a joke as entertainment” (P6). NFL player Antonio Brown, American Rapper DaBaby, an American Actor, and RnB artist Tyrese were mentioned by three separate participants as they utilized their recent situation as an example. P34 stated society thinks, “well just being Black, in general, is tough so you’re not supposed to have emotions you know supposed to bottle that shit up.” P21 reflected on the unintentional consequences of racism in America. “As a result of how we have been indoctrinated over the 100 years in this country we have a side eye first, trust later mentality. Even in areas in which it could be beneficial to us. We’ve created a paradigm in the minds of men that regardless of how I’m suffering regardless of what’s being done I’m not going to say anything” (P21). Other participants such as P28 discussed how they consider intergenerational struggles. “Look at all these things that are going against us that spiral down to just the raising of a Black man. How the cards [are] already stacked up against you. Okay, now it’s like learning the emotional thing that’s been just swept under the rug for generations” (P28). P15 had a similar statement and noted, “It was brushed off. I think the generation that’s coming up now is going to benefit so much. All the conversations that needed to be had when we were growing up are now being had, they’ll be able to learn from that” (P15).

P12 stated men gain emotional development through, “relationships and dealing with women. Typically, when you get the most experience when you realize that you don’t have the emotional awareness, and you’re not really nurturing that part of it.” P22 stated the reason the hurt from a failed relationship is a catalyst is, “because a lot of times men do a lot of things to influence the opposite sex.” The participants discussed how society does not allow them to gain experience for their emotional development. Then if it is not society, participants stated it is women who are holding back Black American males from truly progressing because they may have not seen a masculine male be emotional.

Emotional Maturity Barriers

The participants willingly expressed the common themes for emotional bluntness. Society does not allow males a chance to “identify the secondary emotions” (P21) behind their reactions. The terms weak and soft were stated the most. The terms stigma, judged, less than, and punk were stated a significant number of times, which highlighted how the participants described why Black American males choose not to disclose their emotions. “I don’t think Black men have a safe space yet that they can share their emotions and display their emotions” (P29). P32 stated when faced with an issue they tend to have, “more suppression not necessarily coping. I don’t think a lot of Black men know how to cope. I don’t think a lot of Black men know what to do when those societal pressures are weighing down on us.” Some of the participants discussed their feelings about therapy such as P2 who stated, “I think I would definitely go to therapy if I felt like I needed it but umm I just don’t feel like it would accomplish anything.” P15 stated, “said we’re still trying to learn what emotional maturity is as a Black man so until we can figure that out then we can figure out how to you know improve them.”

The participants discussed society’s inhibitions on their advancement, women not being prepared for emotionally mature men, and their internal pressure to maintain gender roles. P10 stated having, “uncomfortable conversations [will help society] get people to allow their self to express seeing it the [other] way and possible try to hear people more.” P11 agreed and stated, “I feel like more conversation needs to be had. There are a lot more podcasts, more so Black people sitting down and just having these kinds of conversations trying to understand gender roles.” Some of the participants discussed the double standards with men and women. Stating women are changing the gender role norms by being more independent, but the expectations for males have not changed. P14 stated when a woman is perceived as doing more, “it’s gonna seem as if to society that the woman wears the pants in the relationship.” While some men can afford to be financially a provider, as P4 stated the social expectation may be an unreachable goal. P12 stated the social expectations are “so normal” he could not speak to the impact of gender roles on emotional expression. Society’s foundation of systemic oppression forced Black American communities to maintain the traditional gender roles of presenting as physically and mentally strong to keep men safe. However, there is limited research on how the pressures of traditional gender roles impact Black American males’ emotional development.

Discussion

This qualitative phenomenological study aimed to recognize how the American conventional gender roles impacted Black American men and the outcomes that have an impact on their emotional development. This topic has minimal research (e.g., effects of gender role expectations on males), especially on Black American males. This research study investigated specifically how emotional maturity impacts other aspects of life for Black American men; to date, quantitative research about males scoring low on emotional maturity scales, but the implication of that score has been minimally researched. Through the application of social role theory, experiences from Black American men were used to understand gender roles and how they believe they affect emotional maturity. This is the first study that looks at how the expectations of gender roles impact Black American male’s emotional development. The researcher will like it notated that gender roles were researched through the lens of explaining masculinity in Black American males and not a direct dispute to women’s ability to gain access to the same rights and privileges as men.

The first major theme was pertaining to gender roles. Participants were able to quickly point out hegemonic views of gender roles such as provider, labor and protection, and reinforcements. The participants summarized what society expects them to be as a man to what they can do for others. The participants stated society wants them to provide for their families regardless of what they are dealing with. If they are not financially where they want to be, or still trying to get into a better situation, society will chastise them. The participants were able to define emotional maturity as the ability to control emotions based on the social context. This is the same definition provided in the literature, and the participants were able to come to this conclusion without assistance (Navarro-Bravo et al., 2089; Rai & Khanal, 2017). Meshkat and Nejati (2017) research supported women have a higher emotional intelligence when recognizing subtle emotional expressions. While literature supported males can accurately recognize the more intense emotional expression of others but when looking into their own emotions, they scored low (Deng et al., 2016; Fischer et al., 2018; McRae et al., 2008). Birditt and Fingerman (2003) conducted a study where men were studied to see if they could recognize emotional empathy in others, and while they could identify what the person was feeling they were unable to have a high degree of empathy for their distress. That study reported that participants had consistent experiences when discussing the common barriers to emotional maturity for males. Participants stated the societal stress was to comply with their expectations, not feeling “safe” to discuss their emotions in relationships (interpersonal and romantic), and looking at professional help as P16 stated, “it’s for White people.” A key component to successful adulthood is emotional understanding and control (Meshkat & Nejati, 2017). However, some Black American males have repressed emotional expression, which may be the result of ineffective emotional development. Birditt and Fingerman (2003) researched how gender differences react to emotions from close relationships, and the result was that men do not feel an elevated level of distress when hearing someone else’s level of pain. These studies further reinforce the need for additional assistance for this issue.

Research supports Pleck’s (1982) claim by noting men do not want to be perceived as less than, so they follow along with social expectations. The participants described barriers to achieving emotional maturity, which was due to the pressure to maintain social standards. The type of pressure could contribute to stigma, an increase in behavioral health issues (substance abuse, anxiety, and depression), and medical concerns (high blood pressure, misdiagnosis, and cardiovascular disease) (Noonan et al., 2016; Wade & Rochlen, 2013). Participants mentioned how society has minimal flexibility for variations in the male persona. The expectation for males in this gender paradigm is to be emotionally aloof, to be strong, and fulfill leadership roles (Hentschel et al., 2019). The expectation for women is to be emotionally expressive, nurturing, and supportive (Abrams et al., 2018). The traditional mindset of emotional aloofness tends to have a higher chance of maladaptive behaviors in men as they are not taught how to effectively deal with their humanity (Weir, 2017). Women are taught from a youthful age how to discuss their feelings and learn the tools to master emotional maturity (Rai & Khanal, 2017; Samulowitz et al., 2018). While men are given a task to be the patriarchal leader of the family and have no tools to manage the disappointment and stressors along the way (Weir, 2017). The traditional avenues males use to provide support also work against males as they turn to other men to help them manage their stress; however, those older males are also unequipped with the foundational knowledge and give advice based on their own experiences (Weir, 2017). As noted in the research, women have been seen as an adversary when supporting a man who is seeking emotional clarity (Wimer, 2020). The impact on intimate relationships can be seen with males struggling to express empathy or engage in emotional recognition (McAllister et al., 2017). Research has supported the connection between males feeling inferior to women and an increase in them not meeting the traditional standards associated with male traditional roles (Wimer, 2020). While men are taught how to be the traditional male, they are not taught as often how to process their feelings if they do not reach that traditional male role (Fontaine, 2019). Not living up to the path that has been laid in front of you and reinforced through social cues and other reminders can cause men to experience psychological distress (Adil et al., 2017). Wong et al. (2017) discussed male socially deviant behaviors, and research has shown that males are expected to either be sexually promiscuous, domineering toward women, or single. When a male asserts control over a woman, even if it appears minimal to others, it is not addressed and instead justified (McCarthy et al., 2018). The traditional roles help to justify the male asserting their power in the relationship because a real man is supposed to manipulate and control their partner (McCarthy et al., 2018). Emotional aloofness impacts other aspects of a male’s life through their intimate relationship, physical issues, and psychological issues (Noorani & Refahi, 2015).

Significant similarities were present in the participants and research regarding the psychological impacts of Black American males not being allowed to express their emotions effectively. Participants noted medical issues even to the degree of needing emergency medical intervention. Participants also confirmed the research that their pain is often minimized because previous research stated Black American people had a higher pain tolerance (Wade & Rochlen, 2013). Other psychological issues were increased stress and frustration in their employment and intimate relationships. Participants mentioned the example of several celebrities having emotional responses and how they were disregarded or viewed as a joke. Participants stated they were raised not to share information and it is reinforced as an adult amongst peers to suck it up. This inadvertently causes participants to not feel safe to be vulnerable causing significant internal issues (Wade & Rochlen, 2013). The consequences of not following the male gender norms create internal turmoil, which comes out in intimacy issues (such as relationships), negative emotions (such as anger), medical issues, and mental health concerns (Adil et al., 2017).

The findings may have a significant impact on the unique challenges Black American males experience with their emotional development due to their gender roles and provide ways to address them. Mahalik (1999) stated professionals need to understand the gender role strain on their clients to sufficiently treat them because without that component they will misunderstand the client’s worldview. Unfortunately, most of the gender-based research is women-based, so this study seeks to address gaps in the research from the male perspective. This study suggests the goal that professionals will be able to redesign their treatment plans to provide effective treatment when considering the full totality of a male’s world. Effective treatment options are cognitive behavioral therapy, emotional regulation therapy, peer support, and creative eclectic techniques. Cognitive behavioral therapy (CBT) is an evidence-based practice professionals can use to address psychological stressors of depression, trauma, anxiety, stress, and other cognitive barriers to functionality (David et al., 2018). David et al. (2018) stated CBT is the most common therapy technique providers use due to its flexibility, long reach of treatment success, and most researched therapy. Emotion regulation therapy is another evidence-based tool professionals can use by helping clients challenge their negative emotional outlook by bringing the clients to the present of their emotional avoidance/dysregulation (Renna et al., 2017). The Substance Abuse and Mental Health Services Administration (2022) describes the evidence-based tool of peer support specialist as being a powerful tool providers can utilize to help clients process their treatment. Peer support specialists are individuals who have been through a similar journey, diagnosis, or treatment structure who can provide a lived experience of the steps to recovery (Ibrahim et al., 2020). While these techniques may be evidence-based and effective, the biggest hurdle will be getting the clients to seek professional help.

Finally, there were limitations to this study. Throughout the interview, the researcher made a conscious effort not to impose their biases on the participants. The researcher maintained the Moustakas approach to phenomenological data collection (Moustakas, 1994). Following a transcendental approach, the researcher reduced the bias of data analysis by reflecting on the researcher’s own human experience during the study (Moustakas, 1994). The information was restricted to only utilizing research that has been gathered through lived experiences presented through interviews. The limitations of phenomenology research are that it gathers a limited amount of information, its interpretation is subjective, and this research is frequently critiqued for the credibility of the resulting data (Salamon, 2018). It should be noted that information was restricted to only utilizing research that has been gathered through a sampling of people known initially only to the researcher. While the responses were from Black American males, the experiences of this population can vary significantly and these responses may not reflect the true nature of all Black American males, such as women taking the blame for the emotional restraints Black American males may feel when gaining emotional maturity. Moreover, this is not a mixed methodology or a quantitative study.

Conclusions

Society places unnecessary pressure on Black American males to uphold their strong persona. As quoted by Jenkins (2006), “the experience of the Black man in America seems to be one in which he is called ‘mister’ but is treated with a ‘niggardly’ regard.” America has shown Black American multiple times that they care for their individuality to a certain extent. This extent is shown through social and emotional rules, as America forces the gender roles on Black American males without addressing underlying racism and its residual effects (Harper, 2009). This causes preventable stressors on the individual to maintain this level of emotional aloofness. This study utilized lived experiences to demonstrate the need for change; however, it does not fully close the gap. The study failed to provide additional validity by having random sampling as the theoretical model design specified the participants to a narrow view. Children, women, and diverse cultures were not selected as participants during the selection process. The study would require further research on emotional repression in other cultures. This study was small and would need to be republicated on a larger scale to consider effective generalization. A quantitative study could be conducted to help gather more data on emotional development in Black American males because of their gender role. Research could focus on how to effectively raise young Black American males in a modern society that does not alienate them but strengthen them. Society allows women the chance to experience emotional mistakes, and males deserve this same grace. In this regard, it would be interesting for future research to review Black family practices (e.g., emotion control) and gain a more inclusive look at Black parenting, since children of both genders are encouraged to mask their emotions. Additional research can be conducted on the criminal justice system has on Black American males regarding race, gender roles, and emotional development.

This research intended to uncover the silent cries of Black American males who want to be able to express their emotions but either are not socially acceptable to do so or do not know how. Not allowing males the chance to explore their emotional range keeps them stagnant and ignorant when addressing an emotionally charged incident. Participants felt that America looks at Black American males as displaying, “the only acceptable emotion from a Black man is anger” (P8). “I still think America feels we’re angry” (P15). P20 stated, “if an African American expresses how he feels, he’s considered a thug.” There were several quotes and statements that reported the impact forced emotional restraint had on the participants. This is a result of societal pressures and a lack of acceptable emotional development. This study provided insight into the relationship Black American participants have with society and the effect gender role strain has on their emotional regulation. There must be more treatment options for Black American males seeking emotional maturity. While it is important to focus on youth development, adults can benefit from integrating the tools to instruct their sons or impact the younger generation. Techniques need to be developed on how to encourage emotional maturity in adulthood. For couples struggling with communication due to having two different emotional maturity levels, there need to be more treatment options for couples. Lastly, parenting or family treatment options are evidence-based and effective. We know there is a problem, but the process to resolve this systemic topic will take a lot of layers.

American society sets up Black American males to fail by not allowing them the chance to develop emotional maturity and then chastising them when their emotional expression is not appropriate. The Black American culture has experienced significant hardship for years, and this struggle had a knee-jerk reaction. As society tightened the reins on this culture, the community decided to layer themselves in a protective covering. This comes with emotional toughness and not discussing their troubles publicly. While these skills helped protect the family, the individuals were impacted significantly as they were accidentally cutting off one of their strengths. Not allowing males the chance to explore their emotional range keeps them stagnant and ignorant when addressing an emotionally charged incident. This is a result of societal pressures and a lack of acceptable emotional development. This study provided insight into the relationship Black American participants have with society and the effect gender role strain has on their emotional regulation. The interviews were candid, and some were filled with emotional discontent with their predicament. The main theme the participants stated was complied or die as they felt society does not allow them to try a different path and this had an overall impact on their life. This stress and lack of social support resulted in medical, mental, physical, and emotional stress that was forced on some of them to address with professional help. There is a critical need to wake up and view the struggles we are inadvertently placing on Black American men. We need to give young boys a chance to develop their emotions so they can grow up to be men who are not ashamed to seek help, they can express their emotions effectively, and contribute to society with a different view than that small box they were stuck in before.

Supplemental Material

Supplemental Material - Demystifying Male Emotional Development: Exploring the Implications of Forced Gender Roles on Black American Males

Supplemental Material for Demystifying Male Emotional Development: Exploring the Implications of Forced Gender Roles on Black American Males by Jessica Dennis, and Tara Rava Zolnikov in Journal of Black Psychology.